|Degree||PhD Tohoku University, MA University of Auckland|
|Major||Sociolinguistics, Applied Linguistics, Contrastive Linguistics|
My research interests lie in the area of pragmatics and sociolinguistics. At present I am carrying out research on the linguistic construction of identity and politeness in the Japanese workplace.
1. Barke, A. Japanese pronouns of address: Their behaviour and maintenance over time. In S. Ide & R. Lakoff (eds.) Broadening the Horizons of Linguistic Politeness. John Benjamins Publishing Company. pp.301～313. 2005.
2. Barke, A. Manipulating honorifics in the construction of social identities in Japanese television drama. Journal of Sociolinguistics 14/4. pp. 456-476. 2010.
3. Barke, A. Situated functions of addressee honorifics in Japanese television drama. In B. Davies, A. Merrison & M. Haugh (eds.) Advances in Sociolinguistics. Continuum Publishing Company. 2012.
4. Barke, A. & I.Nakamura. Culture in the classroom:A comparative study of classroom discourse management strategies. Journal of Foreign Language studies. 7. pp. 1-16. 2012.
International Pragmatics Association
JASS The Japanese Association of Sociolinguistic Sciences.
|Major||Japanology; Japanese Cultural Theory; Research on Ruth Fulton Benedict|
As part of an attempt to identify what Japanese people are, I have been studying, with special emphasis on fieldwork, changing environments surrounding young Japanese, especially their views of the world, as well as the changing human relations in Japanese society.
1. Samayoeru-hito: Ruusu Benedikuto (Ruth Benedict: Stranger in this land), 1993. Kansai University Press.
2. Nihonjin-no koudou pataan (Patterns of Japanese Behavior), 1997. NHK Books.
3. "Background research for The Chrysanthemum and the Sword." In Dialectical Anthropology, 1999. Kkuwer Academic Publishers.
4. Reading Benedict / Reading Mead (Feminism, Race, and Imperial Visions), The Johns Hopkins University Press, 2004.
Institute of Pacific Relations
The Society for Teaching Japanese as a Foreign Language
|Major||Chinese Language / History of Chinese Language|
In the field of teaching, I have presented a report on how motivation was increased by the use of computer-assisted self-study materials in the classroom. ('Investigation about the educational effect by the introduction of self-teaching program on Chinese', Research Institute for Faculty Development, NiigataUniversity, 2003).
My topic for research is a diachronic analysis of colloquial Chinese. In recent years I have researched and presented papers on the primary historical resources of colloquial Chinese held in the archives of Dunhuang, Hangzhou, Beijing, Tianjin, etc. I have also conducted a diachronic study of colloquial expressions appearing in the textbooks of Chinese conversation that were used between the Koryo Dynasty and the Joseon Dynasty in Korea.
1. "A Study on the "Yulujie(語録解)" ―How was the first Chinese colloquial dictionary compiled in the Ri Dynasty?―" Kansai University Press 2012
2. "LaoQiDa――Chinese conversation text in the Middle Ages of Korea. "Heibonsya 2002
3. How to Comprehend the Zhengyun 正韻 in Ming Times on "Hongwu zhengyun" 洪武正韻，Chinese literati : their thought and writing, Kyukosyoin, 2000
4. Notes on the Chinese translation of Sheng jing (生經), The study of cultural science, Niigata University（ISSN 04477332)
The Chinese Language Society of Japan
The Sinological Society of Japan
International Association of Chinese Linguistics etc
|name||A. Stephen GIBBS|
|Position||Professor, Institute of Foreign Language Education and Research|
|Degree||M.A. Oxon; Japanese Literature|
|Major||1. cognitive-semantic approaches to the pedagogy of English grammar
2. liaison, intonation and prosody of English
3. Anglophone communicative strategies and skills
5. literary-critical theory and practice
6. the structure and history of the Kansai dialect of Japanese
7. Medieval, Pre-modern, Early-modern and contemporary Japanese culture
For the past several years I have been developing, piloting, improving, and enlarging an entirely original approach to the teaching of the English noun-phrase system. This takes as its point of departure the manner in which that system, when correctly used, meets the Addressee's informational needs, and organizes all the types of content that the noun-phrase can express into a complex but single tree of yes/no choices that the learner Addresser can use to analyze her intended communicative content and then identify the forms of noun-phrase that she needs to use to meet those needs on the Addressee's side. This I present in a written, interactive format that is an English-Japanese bilingual text, and that can be used both as lesson-material and also by autodidacts studying alone. (At present, this tutor-text has reached approximately 800 pages, concerning the expression of specific content; I anticipate producing a further 400 dealing with how English-users express content that has been partially or completely abstracted, and then publishing.) The communicative accuracy (and rhetorical effectiveness) of the written English of learners sufficiently motivated to take it on board proves radically improved by their application of this completely logical approach, which in passing also necessarily covers many other but related points of grammar and pragmatics. Otherwise I am teaching liaison and intonation, pronunciation, the effective expression of future matters, Anglophone conversational skills, academic writing, and both contemporary and Edo Japanese culture.
1. ’An Effective Way of Teaching the Expression of Future Matters in English; Part One: Objective Use of Simple Future Tenses’ Journal of Foreign Language Education and Research, Vol. 6. Institute of Foreign Language Education and Research, Kansai University, October 2003.
2. ’Successful Entrants to Kansai University and Competence in Contextually-appropriate Expression of Future Matters in English: EFL Entrance Examination Design and Japanese Secondary-level EFL Curricula’Journal of Foreign Language Education and Research, Vol. 9. Institute of Foreign Language Education and Research, Kansai University, March 2005.
3. ’An Effective Way of Teaching the Expression of Future Matters in English; Part Two: Objective versus Rhetorical Uses of Simple Future Tenses. Chapter One: Introduction, and Discussion of Predictions of Inevitable Results.’ Vol.2. Journal of Foregin Language Education and Research, Kansai University, March 2006.
|Degree||Ph.D in Language Science|
|Major||French Language, Teaching the French Language, Contrastive|
I specialize in the semantic analysis of the French tense system. I believe that it is important to apply linguistic knowledge (Contrastive linguistics and French) to language teaching, for example, in the analysis of errors, and the analysis and elaboration of teaching materials.
I'm interested in Cognitive Linguistics. Therefore, I'm carrying out a semantic analysis of French verbs using cognitive semantics. My object is to research how the meanings of utterances are constructed and what relationships could exist between the meanings of verbs and the meanings of utterances.
1. 2003: Queques réflexions sur l'analyse des prédications du français, Kansai University Journal of Foreign Language Education and Research, vol. 5, pp.55-68.
2. 2003: Queques réflexions sur l'analyse des prédications du français, Kansai University Journal of Foreign Language Education and Research, vol. 5, pp.55-68.
3. 2004:Problèmes de la description grammaticale pour l'apprentissage des temps verbaux du passé, Kansai University Audio-Visual Education, vol. 27, pp.23-34.
French Teaching Society of Japan
|Degree||Master of Arts|
|Major||Modern Latin American Literature; Classical Literature|
While engaging in the translation of Latin American and Spanish literature, I teach freshmen how to write an essay in Japanese. In this course, I require students to write (at least) one essay per semester. Correcting their writing is quite a challenge, but I enjoy that part.
I have finished translating Ecue-Yamba-O, a long novel by Alejo Carpentier and also Anatomista, a shocking first novel by Federico Andahazi. Now I am beginning to work on Greguería, the most important work by Ramón Gómez de la Serna.
1. Castillo de Perth by Braulio Arenas (Translation), Kokusho-kanko-kai
2. Ecue-Yamba-O by Alejo Carpentier (Translation), Kansai University Press.
3. Anatomista, by Federico Andahazi (Translation), Kadokawa-shoten
|name||HUNT, Alan John|
MA American Studies
Educationally I believe that it is important to integrate the four skills of listening, speaking, reading and writing. In my classes I also emphasize that it is necessary to study regularly everyday. Although cooperation and patience are important for learning a language, I try to make learning enjoyable and to give the students confidence in their ability to learn. I believe that it is important to help students become more autonomous by giving them a choice in the books and materials that they use. My current research interests are: vocabulary acquisition, extensive reading and dictionaries.
1. "Revising and Validating the 2,000 Word Level and University Word Level Vocabulary Tests." Language Testing (16), 2, pp.131-162, 1999. Arnold Publishers. Co-authored with David Beglar.
2. "A Rationale for and the Initial Design of an Extensive Reading Program for Japanese University Learners." The Sapientia University Review (35), pp. 43-55, 2001. Eichi University.
3. "Current Research and Practice in Teaching Vocabulary." Methodology in Language Teaching, pp. 258-266. Cambridge University Press, Cambridge, 2002.
|Degree||Ph.D. in Foreign Language Education and Research / MA in English Language Studies and Methods|
|Major||Applied Linguistics (Learner Support, Strategy Instruction, Materials Development)|
Her present research interest is in the field of learner support and strategy instruction. She is currently engaged in empirical studies concerning metacognitive strategy instruction, cooperative learning, and materials development.
She is also constantly supervising or giving lectures on foreign (English) language activities in elementary schools. At the Graduate School of Foreign Language Education and Research, she is lecturing on materials development and their use.
1. (2008). EFL Reading Strategies: Empirical studies and instructional model. Tokyo: Shohakusha.
2. (2008). Does learners’ vocabulary size influence the efficacy of EFL reading strategy instruction? Asian Journal of English Language Teaching 18, 89-103.
3. (2008). Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System, 34, 384-398.
Member of Board of Directors, Kansai Chapter, Japan Society for Language Education and Technology (LET)
Member of Executive Board, Japan Society for Language Education and Technology (LET)
Member of Japan Association of College English Teachers (JACET)
Member of Japan Association of English Teaching in Elementary Schools (JES)
|Degree||Master of Education|
|Major||English language education (Classroom research, Speaking)|
His recent research interests include classroom discourse analysis, assessment of speaking proficiency and language teacher development. He has worked with elementary school teachers to develop the curriculum for foreign language activities since mid-90’s and teaches “Early foreign language instruction”. He is also an editorial member and writer of New Crown English Series, junior high school English textbooks.
1. (2007). HOPE: English Proficiency Test for High School Students. Tokyo: Kyoiku Shuppan
2. (2009). In Pursuit of Reflective English Education: Narrative Inquiry and Classroom Research. Tokyo: Hitsuji shobo.
Japan Society of English Language Education (JASELE)
Language Education and Technology (LET)
Japan Association of College English Teachers (JACET)
Kansai English Language Education Society (KELES)
|Major||American Literature, Juvenile Literature|
For the past few years, I have been reading literary works that were primarily written for young readers. They are fun to read, of course, (even if, or rather because, we are grown up). They also show us a lot about the society at the time when they were written. Written in simple language, they constitute a treasure box of wisdom and knowledge, not only for children but also for grownups. I have been taking advantage of the opportunity to use juvenile literature in some of my classes.
1. Ran's Notebook and Drawing Book: Speculations by a Japanese Woman on Cultural Differences (University of New York, Buffalo. Ph.D. dissertation, 1994.)
2. 'A "Moving" Story-History in Maxine Hong Kingston's 'China Men' after the Steps of Williams and Stein. (Studies in American Literature, published by the American Literature Society of Japan. Vol. 31, 1995)
3. Hundred Poets, Hundred Poems. (Kansai University Press, 1997. A translation with Linda Reinfled of Ogura Hyakunin Isshu)
American Literature Society of Japan
Japan Contemporary Anglo-American Poetry Society
Asian American Literature Association
|Major||German literature and cultural studies|
My research interest is analysis of culture as multilayered and multi-defined system of signs from the perspectives of literary studies and ethnology. My assumption is that in order to understand culture, quotidian practice is useful in analyzing cultural events. For example, I have applied cultural decoding to literary texts and studied the works of Thomas Mann under the theme of ‘foods.’ My other interest is comparative studies, and recently investigated acculturation friction seen in the travel journals of so-called European Zen-adepts, and conflict in self-expression seen in the descriptions of village life in Austrian and Japanese modern literature.
My goal in German language instruction is to have learners aware that both linguistic competence and performance, and intercultural, multicultural, pluricultural awareness are essential in communication, since human communities consist of varied peoples who have differences and distinctions. My interest in teaching is in didactics in the latter.
1. Festmahl und frugales Mahl. Nahrungsrituale als Dispositive des Erzählens im Werk Thomas Manns. Freiburg ( Rombach ) 2003
2. Aschinger ernährt die Großstadt Berlin. Poetologie des Massenkonsums in Alfred Döblins Berlin Alexanderplatz. In: Essen. Zeitschrift für Kulturwissenschaften, Heft 1/2012. Dorothee Kimmich, Schamma Schahadat (Hg.), p.p. 73-82
3. Globalized Japanese cuisine. Reflections on Japanese food boom in Germany. In: Annual Review of the Japan Society for Intercultural Studies. No. 10 (2012), p.p. 161- 178
Japanische Gesellschaft für Germanistik
Deutsche Thomas-Mann Gesellschaft
The Japanese Association for Semiotic Studies
The Japan Society for Intercultural Studies
Zweigstelle Tokai der Japanischen Gesellschaft für Germanistik
Der japanische Verein für Germanistik im Bezirk Osaka-Kobe
Gesellschaft für Germanistik der Kansai Universität
M.Kato works primarily in philosophy of language and semantics His current research concerns such issues as the meanings of esse and prototype categories His other interests include medieval philosophy, epistemology, and ontology, focusing on issues like individuality, truth, certainty, mind, relation, and existence.
1. Symbolic Systems: How to Mean, Kyoto, 2005
2. Metaphysics of Illumination in Henry of Ghent, Tokyo, 1998
3. "The meaning and information of a sentence, "Studies on The Japanese Language, vol.25, no.5, MeijiShoin Press, 2006, pp.6-14.
4. "The Semantics of Being according to Thomas Aquinas, "Studies in Medieval Thought 46, 2004.
5. "Thomas Aquinas on Semantics of Being", Philosophy 54, 2003.
Education: Undergraduate level-lectures & seminars: verbal communication, logics, semiotics-semantics, seminar for freshmen, seminar for graduation theses; Graduate level-lectures & seminars: current issues on semantics, philosophy of human information, seminar for applicants for M.A. and Ph.D Research: Leader in the Grant for Scientific Research, Reinterpretation of Medieval Ontology From 20th Semantic and Pragmatic Points of Views 04. 2006-03. 2010; Oral Presentation in S.I.E.P.M," Aquinas on ESSE: From Pragmatic and Semantic Points of View ", 2005
Cognitive linguistics. Researching how language reflects the way in which we conceptualize the world we live in.
1. "Conventional Expressions and Translation" Te Reo 28. Linguistics Society of New Zealand. pp. 61-79. 1993.
2. "Grammaticalization,Renewal and Source meaning"Foreign Language Education and Research. Inaugural Issue. Kansai University 2002. pp 19-31
3. Examining the Destination in the Semantic Extension of COME and KURU ". in S.Sato, K.Horie and C.Nakamura(eds). Taishoo Gengogaku-no Shintenkai. 2004. Hitsuji Shoboo . pp.27-46.
Cognitive Linguistics Association of Japan
International Cognitive Linguistics Association
Focusing on nurturing students' communicative competence in French, I teach advanced as well as elementary and intermediate classes. I am especially interested in the development of a self-study book and training software that may serve to help learners practice pronouncing French properly. Meanwhile, in order to apply translation skills to French education at an advanced level, I have been trying to find and develop effective training methods that can lead learners to the accurate comprehension of information offered to them in French.
In an international symposium held in France, 2000, I discussed in detail the mechanism in which a given text is understood and translated into another language. Also in 2002, in Tokyo, I gave a presentation on how to conduct French classes in a communicative-oriented way.
1. "Le groupe rythmique est-il une unité de base de l'accentuation?" in Journal of Foreign Language Education and Research, 2001.
2. "Réflexion sur l'enseignement de la prononciation des voyelles nasales pour les étudiants japonais et quelques propositions pour la pratique pédagogique" in Kansai University Audio-visual Education, 2001.
Textes authentiques, Tokyo:Asahi Press, 2001.
3. Cours de français de NHK, niveau avancé "Apprenons le français par les techniques de l’interprétation", NHK Shuppan juillet, août, septembre 2004
SOCIETE JAPONAISE DE LANGUE ET LITTERATURE FRANCAISES
The Japan Society for the Study of Education
Société franco-japonaise des Sciences de l'Education
Phonetic Society of Japan
Acoustical Society of Japan
|Degree||Master of Arts / MA|
|Major||Educational Technology, Cognitive Psychology, English Education|
Studying objective ways of measuring 'reading' and 'listening'. The difficulty the reader/listener feels when s/he is reading or listening to material is different from that of the material itself. In other words, the subjective difficulty and the innate difficulty of the material are two different things. Physical fatigue also greatly affects subjective difficulty. To determine the innate difficulty of the material, the study of the vocabulary is indispensable, so computer corpus research is another area of interest.
1. In order to master a foreign language, you must study far more hours than you suppose is necessary. If you want to speak with native speakers of English comfortably, for example, you need to study English twice as long as you would have to study to pass the bar examination. And, if you want to read and understand academic books or journals correctly, more time is necessary. However, college can offer only a very limited amount of time for language education. So I always encourage you to study so that you may not whine about your poor English on your graduation day that college education hasn't worked at all. Thus, in my classes, I take this into account in order for you to learn English successfully.
The Japan Association for Language Education and Technology;
Information Processing Society of Japan; Japan Society for Educational Technology; Human Computer Interaction.
|name||KO, Myung Gyun|
|Major||Korean Linguistics, Semantics|
I am interested in lexical semantics. And I search an effective vocabulary teaching method for a Korean learner. Furthermore, I am engaged in the concentrated study for modern Korean books and materials of the 17th century.
1. A study of sentence endings「labor glossary of ‘Naisen’」, 2012
2. Research on the Synonymic Relationship Between Sino-Korean and Sino-Japanese Words - Focus on Ineodaebang (1882 Publication), 2011
3. A study of modern Korean text ‘Ineodaebang’ focusing on adnominal expressions, 2010
4. A study of Korean language history and material, 2007
5. A study on the borrowing word ‘Gugeol’ of Oeeoryuhae, 2005
6. A Study on the Linguistic Character and Meaning of the Tele-Communicating Words(Chatting) in Korean, 2004
7. A Study of Korean Grammar, 2003
8. An Illustrative Sentence Dictionary of basic Verb-Inflection, 2002
The Academic Association of Koreanology in Japan
The International Association for Korean Language Education
The Korean Society of Bilingualism
Korean Language & Culture Education Society
1.Analysis of extended uses of Chinese personal pronouns
2.Contrastive Analysis of Chinese and other languages
1.“A Contrastive Analysis of Chinese ‘Renjia（人家）’and Japanese‘Hito（人）’Used as First Personal Pronouns”, Chugoku Gogaku 248 (pp.228-243), The Chinese Language Society of Japan, 2001.
2. “Motivations and Mechanisms Behind the Development of the Extended Double-Object Construction‘Wanr ta ge tongkuai’”, Chugoku Gogaku 256(pp.122-140), 2009.
3. “The Development of Imperative Construction ni gei wo VP in Chinese”,Contemporary Research in Modern Chinese（現代中国語研究）12(pp.50-58), Hoyu-shoten, 2010.
Member of The Chinese Language Society of Japan (CLSJ)
Member of International Association of Chinese Linguistics (IACL)
|Degree||Master of Arts|
|Major||Russian Literature, Russian Culture|
My academic interest lies in the study of 19th century Russian literature, especially the works by Chekhov. In education I have been trying to integrate my research findings into Russian language education in order to make my classes more interesting to the students.
1.World Liteature Vol. 63, The Asahi Newspaper (Asahi Shinbun-sha)
2.European Festivals, Books Ashahi (Asahi-shoten)
3.Russia Avant-garde, Kokushokankokai Corporation.
Russia Avant-garde, Kokushokankokai Corporation.
|Degree||Master of Arts|
|Major||Korean Linguistics, Sociolinguistics|
My major research objective is to study in detail colonial language policy, especially that of the forced use of Japanese that was imposed on all Korean people by the Office of Governor- General of Korea before World War II. Also I am working on sociolinguistic issues concerning the Korean language, such as language contact between Japanese and Korean, language policy on Korean orthography, and linguistic conflicts that have arisen between North and South Korea. Meanwhile, I have long been engaged in the development of teaching materials for Korean education. In recent years, I have been engaged in the writing of Korean-Japanese dictionaries.
1. Materials on Japanese Language Policy by the Japanese Goverment-General of Joseon.
2. Passport Pocked-sized Korean dictionary.
3. "Form-oriented orthography found in the northern part of Korea in the last years of the 1940s: On the notation and pronunciation of Kanji-word initial 'n' and 'r'." In Papers on Korean/Japanese Language Literature. Seoul:Tae-hak-sa, 2001
The Academic Association of Koreanology in Japan
The Association for Japan Sea PACIFIC? Rim Studies (Director)
The Society of Korean Linguistics
The Linguistic Society of Japan